Synchronous and asynchronous learning applied in general and inorganic chemistry for agronomic engineering

Abstract

The process learning today, be modified by incorporation the different asynchronous and ssynchronous mechanisms available, that include the application of different digital tools in the teaching process. This implies the reorganization of classroom planning to contribute to a meaningful learning process. The use of information and communication technologies (ICT) allows managing, distributing and evaluating non-face-to-face training activities, fundamentally allowing space-time asynchrony between students and teachers. In the General and Inorganic Chemistry subject of the first year of the Agronomic Engineering career a combination of synchronous activities, videoconferences, and asynchronous, such as practical development work, forums, simulations, depending on the topic to be developed and the available tolos. In order for the student to have a vision of their progress, a series of alternative digital resources were applied as well as the creation of sources of motivation, dialogue and accompaniment. This model made it possible to analyze the educational trajectories of each student in a virtual context, as well as investigate their difficulties and strengths.